2.Guide Curricula Examples

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LETHELETHE

LELEarningarningTThroughhrough EEmotionsmotions129937 - CP - 1 - 2006 - 1 IT COMENIUS C 21

The action has received funding from the European Community.The action has received funding from the European Community.

The contents reflect the partners views and the sole responsibility lies with the author. The European Agency is not responsible for any use that may beThe contents reflect the partners views and the sole responsibility lies with the author. The European Agency is not responsible for any use that may be

made of the information contained therein.made of the information contained therein.


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HOW TO COMPILE ONES OWN CURRICULUM IN LETHE:A PRACTICAL EXAMPLE

Macro-Area: History

Topic: The Boundaries of History

Sub-topic (operational) chosen by the teacher: The Roads

of the Merchant and the Soldier in the Middle Ages

Subject: Castle building and the Feudal System under

Charlemagne and his successors (history programme

common to all streams II and III year)


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STEP 1STEP 1Presentation, through the Lethe platform, of the video

The Boundaries of History

used as an emotional switch.

The video, prepared and structured by the teacher according to themodel version, will be shown in a classroom equipped with all the

instruments needed.

It should trigger an emotional reaction in each student who will then

express and describe it (what kind of emotion did this video arouse?)

through the

comment actionand the

Emotional Map

available in the text editor in the specific section of the projects platform

(Revelation of the emotion: its expression and first rationalisation)


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Example:Exa

mple:

I felt fearwhen looking at armed men and war scenes

I felt a sense ofpride and elation looking at the images of

knights and their deeds of bravery

I felt revulsion and a sense ofrefusallooking at scenes

describing dictatorial systems and centred on individual

power

I felt a sense ofsafetywatching images of high walls and well

defended castles

The comments will be recorded on the platform and bothteachers and students can read them again and keep

them in mind in future (memorisation/trace of the

emotion is functional to the following step)


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STEP 2STEP 2Understanding/justifying the emotion (student) and its first link to the

theme and the chosen subject (teacher).

After the individual emotions have been expressed and rationalised on a

shared level (Emotional Map), the teacher should require a justification

of the emotions felt by the student through the research/production and

sharing of selected material which

has been categorised

is related to the subject

has been chosen and justified by the student


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expressive/organisational aspect of the material.

The setting of the material will be discussed in the class

and shared (In which direction will our research go? What

form shall we give to our material? Do we direct our

research to material referring to the setting proposed and

indicated in the platform?)

2)contents/curricula:

1. we should find video/photographic/written material

justifying the emotions felt and regarding the subject

we dealt with few lessons ago? Castle building andthe Feudal System

or, if the subject has not yet been treated

2. look for material justifying the emotions previously

felt which answers to your idea of the Middle Ages,

castles and knights

........ See examples........ See examples


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The platform acts as a presentation support and as an orderly

research file:

Examples

a student can justify his/her emotion by showing:

an mp3e file of Epic Rock music to explain the sense ofpride;

a video file with part of a film, eg. The Name of the Rose, to

explain the feelings offearand uncertainty;

a text file with a passage from Hamlet referring to the fight

against arbitrary power and anarchy to explain the feelings ofrevulsion and refusal;

a file with other images (different from those on the Switch

video) of Medieval castles and fortresses to explain the

feeling ofinsecurity;


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3) the material should not only be presented but also be

accompanied by a description/text on:

why did you choose it? (conclusion of emotional justification).

Also in this case the material will be recorded on the platformand both teacher and student can consult it again to keep it

in mind for the future (Memorisation/trace of the emotion is

functional to the following step)


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STEP 3STEP 3Referral of the emotional justification to the students personal

experience level.

The teacher, after having examined the material recorded and its

description, asks the student to tell about an experience alreadyhad or to enact and recount one which is significant from the

following viewpoints:

1) an emotion felt in the past and rationalised in steps 1 & 2

2) Context and justification expressed in step 2

Also in this phase the expressive/organisational aspect of the materialexpressing a personal experience is fundamental (categorisation/setting

action). How do we express our personal experience? Which reference

points do we have to define and use?

For now onwards the student will begin to organise and develop the material

representing his/her experience.

........ See examples


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Examples:

To represent his/her personal experience a student could show photographs of a

trip to the Loire Valley describing the castles which, at that moment, gave

him/her a feeling of quiet and tranquillity (safety), or an amateur video of the city

walls of his/her home town could be produced with a map marking the wall

perimeter which in turn gives him/her a sense of protection and detachment from

the chaotic modern/contemporary life.

A student could present a flyer of the Epic Rock concert and a file of amateur

shots taken during the event recalling ideals of chivalry and a fantastic view of

the Middle Ages which will give a sense of elation and pride; or he/she could

describe his/her experience (example) at the Stibbert Museum in Florence

where, while admiring the suits of armour on show, he/she felt a feeling of

fascination, pride and of identification with the men who wore them in ancient

times.

A student could describe his/her first visit to an exhibition of techniques and

instruments of torture and imprisonment in the Middle Ages expressing his/her

sense of revulsion and refusal towards arbitrary justice and power and the

disrespect for human dignity in those Dark Ages.

........ And More ...


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a student could describe an experience (oral tradition) narrated byhis/her grandparents regarding their stay in an ancient

residence/castle and its mysterious inhabitants (ghosts); a story told

by an elderly relative, from direct or indirect experience (folk tales)

generates fear; to make the case stranger, the student could

produce files/documents on the history of the palace or the

mysterious presence (eg. If it were the case of the Castello di

Sorci and the condottiere Baldaccio Bruno the student could

produce as a testimony documents describing events of Baldaccioslife and of his properties, mixing exerts excerpts from a television

production (You Tube) on the appearances of his ghost in the

castle.


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STEP 4STEP 4

Re-organisation of the material collected into a form coherent withRe-organisation of the material collected into a form coherent with

and regarding the subject (teacher).and regarding the subject (teacher).

In this phase the teacher should make an effort to re-organise the

material presented by the students and use it to explain thewhole subject or part of it.

Examples:

The experience of the student who felt elation andpride could be

used to introduce and explain the idea of Middle Ages andFeudalism (eg. The idea of Feudalism Invented Middle Ages

The Middle Ages of Historians and that of popular culture

Giuseppe Sergi The Idea of Middle Ages Manuale Donzelli

Publishers)

........ See more examples


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The experience of the student who felt securityand tranquillitycould be used todescribe Europe after the Barbarian invasions, the decadence of the cities

(Roman institutions), the de-urbanisation and the need to build fortified

boroughs and new centres of power thus providing an opening for new social

dynamics beginning from the VIII century AD (Signori, Castles, Fiefs Signorie

Castle Building From Signorie to Earldoms Sandro Carocci, Manuale

Donzelli Publishers)

The experience of the student who felt refusal and revulsion could be used foran in-depth view of the contents of the previous paragraph: eg. The Feudal

social/political system under Charlemagne and its new structure under his

successors; the rise of local powers (earls, marquis, territorial signori,

ecclesiastic signori) (Charlemagne: the unification and expansion of the

kingdom Clientship, vassals, benefits - Paola Guglielmotti, Manuale Donzelli

Publishers); The Signoria The Late Carolingian and Post-Carolingian crisis

dynamics and military aspects. The origin of the Signoria some points ofview, Sandro Carocci Manuale Donzelli Publishers)

The experience of the student who felt fearcould be used to reinforce the

specific issues used to explain the Idea of Middle Ages and Feudalism

(Invented Middle Ages the Middle Ages of the historians and that of popular

culture), or to open a window on the evolution of the figure of the Knight and

the Man of Arms in the Middle Ages.


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Students can present the material using the platform as a basisof the curricular explanation which can be structured as an

oral or written presentation by the teacher supplemented by

foot notes and in-depth study (through links, attachments,

bibliography).

The synthesis can be seen on the platform under the specific

step area.

2.Guide Curricula Examples

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